FULTON, K. P. (2013). Byron’s Flipped Classrooms. Education Digest, 79(1), 22–26. Retrieved from http://cmich.idm.oclc.org/login?url=http://search.ebscohost.com.cmich.idm.oclc.org/login.aspx?direct=true&db=tfh&AN=89804297&site=ehost-live
In 2010, Byron ISD in Minnesota faced financial challenges like most districts from economic factors and shifts in student numbers. In response to new state math standards, the high school math department opted to forego new textbooks and convert to a video curriculum delivered through the flipped classroom approach. A Moodle site for each class provided “video lessons, lecture notes, homework solutions, and links to extra resources” (23). Early outcomes were increased student enthusiasm and improved math results, leading other content areas to flip. Unblocking YouTube and lifting a cell phone ban facilitated the effort, though requiring lobbying efforts. A follow-up experience in the science classes resulted in more than $40,000 in savings, which was directed to hiring support personnel. Future funds are earmarked for expansion to 1:1 iPads across the district. ePortfolios are another opportunity for development. In the final analysis, flipped classroom learners scored higher than those who learned through classroom presentation of material. Peer instruction in class yielded additional gains in test scores. Teacher turnover was virtually eliminated and candidates applying for open positions increased dramatically in number and skill set. The district now has a waiting list for students, given the Minnesota open enrollment policy.
The goals of Education Digest offered the opportunity for this primarily anecdotal selection on the importance of innovations, such as flipped classrooms, video learning, and ePortfolios. While the author reports increases in enthusiasm, test scores, overall student performance, and even hiring opportunities, the actual data is not included in the article, nor is there any control group outside of historical results at the same school, which involved a different cohort of learners. When the personal and professional investment of the teachers and administrator in making the new system work effectively is added to mixture, it is unclear whether the improvements can be accurately attributed to the design or at least partially to the focus. The empirical aspects of this situation could be improved with some simple addenda.
A key to this exploration of options is the fact that the superintendent in 2010 gave the math teachers “permission to fail” (22). Another feature underlying the success was “the culture of innovation among staff”(22) using Baldrige frameworks for continuous improvement. Reinventing a curriculum through collaboration in eight months, when teachers already have a full-time array of responsibilities, is a staggering challenge, but also a once-in-a-lifetime opportunity for educators. The textbooks which standardize education also stagnate it. They are tethers to old methods for learners of days past, not the ever-evolving digital generation. Video learning and the flipped classroom structure put teachers in tune with the capabilities of the students in new ways and provide the opportunity for nimble adjustments in areas of student need. Agile curriculum options, built over time to create a library of valuable resources, empower the differentiated classroom.
Teacher Takeaways
A “culture of innovation” empowers teachers to eliminate tired textbooks in favor of agile methods to meet the needs of differentiated learners through nimble alternatives and cutting edge content offerings.
EmpowerED 